Harnessing Digital Literacy Practices of Undergraduate Pre-service English Language Teachers in Tanzania
This paper examines undergraduate pre-service English language teachers’ digital literacy practices to establish whether their digital skills predict effective integration into language teaching and learning. A total of 410 undergraduate pre-service English language teachers enrolled in an education programme participated in the study. The findings revealed that the transfer of digital skills from non-academic to academic purposes was limited among the participants. According to the results, digital experience outweighed age as a factor in integrating technology into educational practices. Mobile devices were also frequently used to access the Internet for teaching and learning. From a pedagogical viewpoint, this study emphasises mobile literacy in universities, where efforts should be made to code transferable digital skills that may aid language teaching and learning.
UNIVERSITY OF DAR ES SALAAM SCHOOL OF EDUCATION